AGUIRRE, Lemuel O. Unpublished Master's Thesis, University of Nueva Caceres , City of Naga , 2001.
Keywords: Elementary Pupils learning Styles
This study aimed to look into the learning style of Grade IV and VI pupils in San Juan Elementary School , Libmanan, Cam . Sur, S/Y 2000 – 2001 and its relation to academic performance in three tool subjects. Specific questions put forward were: 1) What are the learning styles of pupils in relation to personal, physical, and physiological elements?; 2) What is the level o fachievement of pupils in English, Science and Mathematics?; 3) Are the learning styles significantly associated with academic achievement?; 4) Are the learning styles of Grades IV and VI pupils significantly different?
Learning styles investigated and their significant association with the students' academic performance were: physical elements, personal elements and physiological elements. The study used the descriptive-associational method to descrive various aspects of learning styles of Grades IV and VI pupils and academic performance was described in terms of percentages using a scale categorized as satisfactory, fair, passed, and failed. A questionnaire was designed as the main tool in gathering needed data. To quantity the learning styles percentage was used and Chi square was also used for the association of the various elements of learning styles with academic performance.
Major conclusions of the study were: In the spirit of teamwork, pupils study for self-satisfaction, mostly derived from logical accomplishment of tasks, under the teacher's guidance; most of the pupils learn in a quiet and brightly lighted place at night and for the rest of them lessons are learned by discussing informally with others; and predominantly active learners the style used is the multi-sensory type to achieve better results. Pupils were poor in English; poor in Mathematics and average in Science. Poor academic performance in Mathematics; and fair performance in Science and English are partially associated with pupil's learning style along personal elements with achievement in mathematics as the most significantly associated among the three subjects, followed by Science and English, respectively; light, design and time along physical elements significantly influence the academic achievements of Both the Grade IV and VI pupils; and physiological elements in terms of visual, tactile, and intake were significantly associated with Mathematics performance in Grade IV, while visual and tactile for Grade VI were significantly associated with fair performance in Science and English Respectively. Learning styles of Grade IV and VI pupils differed significantly in terms of structure, responsibility and intake and level of mental age accounted for the significant difference; learning styles – physical, personal and physiological elements were proven to be the determinants of academic performance which provided partial answers to the difference in academic performance of Grades IV and VI pupils at San Juan Elementary School.